Exploring the effects of a musical play intervention on young children’s self-regulation and metacognition
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Bibliographic record
Abstract
Abstract Self-regulation and metacognition are important for lifelong functioning and can be strengthened with intervention at a young age. Research proposes that musical play enables self-regulatory development, but lacks rigorous approaches to investigate whether a causal relationship between the two exists. We introduced a musical play intervention in a real-world classroom, and examined its impact on self-regulation and metacognition. We adopted a quasi-experimental, pre-test and post-test control-group design, with 98 children aged 6. The intervention group ( N = 45) participated in 13 musical play sessions, while the control group ( N = 53) had 13 music lessons following the usual music curriculum. Children’s self-regulation and metacognition, including metacognitive knowledge, metacognitive regulation and emotional/motivational regulation, was assessed before and after the intervention through three validated instruments: a) an observational assessment of children’s self-regulation and metacognition while completing a task, b) a metacognitive knowledge interview following the task, and c) a teacher-reported assessment of self-regulation and metacognition. The results were equivocal: according to the teacher ratings, the intervention group’s self-regulation and metacognition improved significantly more than controls following the intervention, but this result was not corroborated by assessment of children’s self-regulation on task. Despite this, from the three areas of self-regulation and metacognition, there was a statistically significant improvement in metacognitive knowledge in the intervention group compared to controls, a result indicated by the teacher-reported assessment and by the metacognitive knowledge interview, which revealed a significant effect on children’s metacognitive knowledge of strategies. This study can further the discussions on the use of different methodological approaches when exploring self-regulation, and can inform policy and practice in relation to music and play in schools.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it